Studying some elicited verbal prosodic patterns in Egyptian specific language impaired children

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

“…Even if none of the selected studies directly focused on the problem of the most appropriate age range for the use of screening and diagnostic tools (Q2), almost all of them provided indirect indications to answer Q2 [ 74 , 75 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 , 97 , 98 , 99 , 100 ].…”

“…Thirdly, the studies on linguistic and communicative abilities in TD children and children already diagnosed with DLD showed that, by the age of 4, a diagnosis has already been made and that, by then, it is possible to use diagnostic tools to collect data about linguistic abilities as well as non-linguistic abilities that can reveal markers associated with DLD. More precisely: (a) 4;6 years is assumed as appropriate to evaluate language skills in general, as well as phonological abilities and precursors of written language [ 87 ]; (b) 4 to 5;10 years is the age range to investigate sound discrimination and mapping sound categories to meanings in native English speaking children with DLD compared with age- and gender-matched TD peers [ 90 ]; (c) 4 to 6 years is the age range considered appropriate to assess the prosodic skills of Arabic-speaking children with DLD [ 91 ]; (d) 4;6 to 5;11 year is the age considered appropriate to investigate the nature of the grammatical deficits of Australian children with DLD [ 92 ]; (e) 3;6 to 4;10 years is the age range chosen to evaluate the correlations between linguistic and visual information in word learning in DLD and TD American English children [ 93 ]; (f) 5 years is the age to assess both linguistic (articulatory/phonological skills, grammatical production/comprehension, and narrative production) and executive functions (updating and inhibitory tasks) in children with DLD matched with their TD peers [ 94 ]; (g) 4 to 6 years in TD children is the age range to assess sentence repetition compared with lexical and grammatical abilities [ 96 ].…”

“…The importance of an early detection is widely recognized, but the identification of a more precise optimal age range is not easy for a number of reasons: (a) the difficulty to distinguish between delay and disorder and to identify a pre-symptomatic phase that may differentiate between them; (b) the extreme variability of linguistic and communicative development in children between 3 and 5 years; (c) the need to take into account the variability of the age of emergence of the different language skills so that, at a certain age, it is possible to assess some linguistic levels and not others. The assessment should also be extended to non-linguistic abilities (e.g., sound discrimination, expressive prosody, phonological working memory, associative learning, executive skills) that may significantly contribute to children’s linguistic difficulties [ 90 , 91 , 92 , 93 , 94 ].…”